Systematic Literature Review of HCI Principles in Role – Playing Game Design: Towards a Comprehensive Framework for Enhancing Programming Skills

Panji Rachmat Setiawan, Maizatul Hayati Mohamad Yatim

Abstract


The absence of a comprehensive Human-Computer Interaction (HCI) framework specifically tailored for Role-Playing Games (RPGs) in programming skill development represents a critical research gap. This study conducts a systematic literature review (SLR) to synthesize interdisciplinary insights from game design, HCI, and cognitive psychology, aiming to establish foundational guidelines for integrating HCI principles into RPG design. Thirty peer-reviewed studies published between 2019 and 2025 were analyzed using the PRISMA approach. Findings reveal that embedding programming tasks into narrative-driven gameplay, supported by adaptive interfaces and motivational gamification, enhances learner engagement by approximately 35-50%, usability by 30-40%, and perceived effectiveness by 25-45%, depending on design strategies. Despite these promising outcomes, existing research remains fragmented, lacking a unified conceptual model linking usability, motivation, and technological innovation within RPG-based learning environments. This review identifies five key design dimensions usability heuristics, adaptive interaction, gamified motivation, narrative immersion, and personalization as essential to improving programming skill acquisition for novice users. Accordingly, the study proposes a preliminary structured framework to guide future RPG development that balances player experience with measurable learning outcomes. The novelty of this work lies in consolidating HCI principles into a systematic model for RPG-based programming learning, bridging the current gap between interaction design and educational functionality.

Keywords


educational technology; gamification; human-computer interaction; programming skill development; role-playing games

Full Text:

PDF

References


C. Lennon, L. S. Zilian, and S. S. Zilian, “Digitalisation of Occupations—Developing an Indicator based on Digital Skill Requirements,” PLoS ONE, Vol. 18, No. 1, p. e0278281, Jan. 2023, DOI: 10.1371/journal.pone.0278281.

J. M. Domingues, V. Filipe, A. Carita, and V. Carvalho, “Understanding the Impact of Perceived Challenge on Narrative Immersion in Video Games: The Role-Playing Game Genre as a Case Study,” Information, Vol. 15, No. 6, p. 294, May 2024, DOI: 10.3390/info15060294.

M. P. Recke and S. Perna, “Emergent Narratives in Remote Learning Experiences for Project based Education,” EJEL, Vol. 19, No. 2, pp. 59–70, Apr. 2021, DOI: 10.34190/ejel.19.2.2142.

X. Fang, Ed., HCI in Games: 6th International Conference, HCI-Games 2024, Held as Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29–July 4, 2024, Proceedings, Part II, Vol. 14731. in Lecture Notes in Computer Science, Vol. 14731. Cham: Springer Nature Switzerland, 2024. DOI: 10.1007/978-3-031-60695-3.

E. Rimer, R. Ploug, A. K. S. Petersen, and M. Scirea, “Talking to NPCs: Three LLM-Driven Approaches to Dynamic RPG Dialogue,” in 2025 IEEE Conference on Games (CoG), Lisbon, Portugal: IEEE, Aug. 2025, pp. 1–2. DOI: 10.1109/CoG64752.2025.11114413.

P. R et al., “Human-Computer Interaction: Enhancing User Experience in Interactive Systems,” E3S Web Conf., Vol. 399, p. 04037, 2023, DOI: 10.1051/e3sconf/202339904037.

H. A. Kheder, “Human-Computer Interaction: Enhancing User Experience in Interactive Systems,” kje, Vol. 14, No. 4, pp. 23–41, Oct. 2023, DOI: 10.30572/2018/KJE/140403.

C. Shen, G. Xie, X. Zhang, and J. Xu, “On the Decision-Making Abilities in Role-Playing using Large Language Models,” 2024, arXiv. DOI: 10.48550/ARXIV.2402.18807.

S. B. Dias, J. A. Diniz, L. J. Hadjileontiadis, and H. F. Jelinek, “Editorial: Human-Computer Interaction Serious Games as Behavioral Change Moderators,” Front. Psychol., Vol. 13, p. 1115366, Dec. 2022, DOI: 10.3389/fpsyg.2022.1115366.

S. Subramanian, N. Skjæret-Maroni, and Y. Dahl, “Systematic Review of Design Guidelines for Full-Body Interactive Games,” Interacting with Computers, Vol. 32, No. 4, pp. 367–406, Jul. 2020, DOI: 10.1093/iwc/iwaa026.

E. Stefanidi et al., “Literature Reviews in HCI: A Review of Reviews,” in Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems, Hamburg Germany: ACM, Apr. 2023, pp. 1–24. DOI: 10.1145/3544548.3581332.

E. Dell’Aquila, M. Ponticorvo, and P. Limone, “Psychological Foundations for Effective Human–Computer Interaction in Education,” Applied Sciences, Vol. 15, No. 6, p. 3194, Mar. 2025, DOI: 10.3390/app15063194.

M. Egger, G. D. Smith, and D. Altman, Systematic Reviews in Health Care: Meta-Analysis in Context. John Wiley & Sons, 2008. Accessed: Feb. 01, 2025. [Online]. Available: https://books.google.com/books?hl=id&lr=&id=ErhNdafPCrQC&oi=fnd&pg=PR5&dq=Systematic+Reviews+in+Health+Care:+Meta-Analysis+in+Context&ots=2D7_uJUgiM&sig=l7MVzlk0wmCyGFvzH7SfcrAzAk4

C. Handbook and J. Higgins, “Cochrane Handbook for Systematic Reviews of Interventions.” Green S. versão, 2007.

N. Xi, O. ‘Oz’ Buruk, J. Chen, S. Jabari, and J. Hamari, “Wearable Gaming Technology: A Study on the Relationships between Wearable Features and Gameful Experiences,” International Journal of Human-Computer Studies, Vol. 181, p. 103157, Jan. 2024, DOI: 10.1016/j.ijhcs.2023.103157.

B. Kammermann, S. Türkay, D. Johnson, and S. J. Tobin, “Do Video Game Rewards Influence Players’ Subsequent Prosocial Engagement? A Preregistered Partial Replication Study on the Role of Reward and Reasoning,” International Journal of Human-Computer Studies, Vol. 181, p. 103143, Jan. 2024, DOI: 10.1016/j.ijhcs.2023.103143.

T. Georgiou, L. Baillie, O. Chatzifoti, and S. C. Chan, “Future Forums: A Methodology for Exploring, Gamifying, and Raising Security Awareness of Code-Citizens,” International Journal of Human-Computer Studies, Vol. 169, p. 102930, Jan. 2023, DOI: 10.1016/j.ijhcs.2022.102930.

D. N. Mohd Nizam and E. L.-C. Law, “Derivation of Young Children’s Interaction Strategies with Digital Educational Games from Gaze Sequences Analysis,” International Journal of Human-Computer Studies, Vol. 146, p. 102558, Feb. 2021, DOI: 10.1016/j.ijhcs.2020.102558.

R. Van Roy and B. Zaman, “Unravelling the Ambivalent Motivational Power of Gamification: A basic Psychological Needs Perspective,” International Journal of Human-Computer Studies, Vol. 127, pp. 38–50, Jul. 2019, DOI: 10.1016/j.ijhcs.2018.04.009.

M. A. Whitby, I. Iacovides, and S. Deterding, “‘Conversations with Pigeons’: Capturing Players’ Lived Experience of Perspective Challenging Games,” Proc. ACM Hum.-Comput. Interact., Vol. 7, No. CHI PLAY, pp. 833–855, Sep. 2023, DOI: 10.1145/3611051.

J. Väkevä, E. D. Mekler, and J. Lindqvist, “From Disorientation to Harmony: Autoethnographic Insights into Transformative Videogame Experiences,” in Proceedings of the CHI Conference on Human Factors in Computing Systems, Honolulu HI USA: ACM, May 2024, pp. 1–20. DOI: 10.1145/3613904.3642543.

M. Vayanou, A. Katifori, and Y. Ioannidis, “Perspective Sharing in Culture Group Games: Passing Around the Social Mediator Role,” Proc. ACM Hum.-Comput. Interact., Vol. 5, No. CHI PLAY, pp. 1–24, Oct. 2021, DOI: 10.1145/3474676.

L. Rodrigues et al., “Personalization Improves Gamification: Evidence from a Mixed-Methods Study,” Proc. ACM Hum.-Comput. Interact., Vol. 5, No. CHI PLAY, pp. 1–25, Oct. 2021, DOI: 10.1145/3474714.

K. Hymes et al., “Designing Game-based Rehabilitation Experiences for People with Aphasia,” Proc. ACM Hum.-Comput. Interact., Vol. 5, No. CHI PLAY, pp. 1–31, Oct. 2021, DOI: 10.1145/3474697.

T. Chan, R. P. Gauthier, A. Suarez, N. F. Sia, and J. R. Wallace, “Merlynne: Motivating Peer-to-Peer Cognitive Behavioral Therapy with a Serious Game,” Proc. ACM Hum.-Comput. Interact., Vol. 5, No. CHI PLAY, pp. 1–23, Oct. 2021, DOI: 10.1145/3474677.

B. Serim, M. Spapé, and G. Jacucci, “Revisiting Embodiment for Brain–Computer Interfaces,” Human–Computer Interaction, Vol. 39, No. 5–6, pp. 417–443, Nov. 2024, DOI: 10.1080/07370024.2023.2170801.

J. Yao and C. He, “Engagement in Serious Games and Impact of Game Design Choices:Systematic Review (Preprint),” Oct. 10, 2023, JMIR Serious Games. DOI: 10.2196/preprints.53540.

L. Caroux and M. Pujol, “Player Enjoyment in Video Games: A Systematic Review and Meta-Analysis of the Effects of Game Design Choices,” International Journal of Human–Computer Interaction, Vol. 40, No. 16, pp. 4227–4238, Aug. 2024, DOI: 10.1080/10447318.2023.2210880.

T. Mochizuki et al., “Mediating and Perspective-Taking Manipulatives: Fostering Dynamic Perspective-Taking by Mediating Dialogic Thinking and Bolstering Empathy in Role-Play and Reflection for Microteaching,” Intern. J. Comput.-Support. Collab. Learn, Vol. 17, No. 4, pp. 489–518, Dec. 2022, DOI: 10.1007/s11412-022-09382-w.

P. Ciancarini and M. Missiroli, “Training Students as Agile Developers: Team and Role Building Games,” in Agents and Multi-agent Systems: Technologies and Applications 2023, Vol. 354, G. Jezic, J. Chen-Burger, M. Kusek, R. Sperka, R. J. Howlett, and L. C. Jain, Eds., in Smart Innovation, Systems and Technologies, Vol. 354. , Singapore: Springer Nature Singapore, 2023, pp. 289–299. DOI: 10.1007/978-981-99-3068-5_26.

I. V. Velcheva and H. Hristov, “Teaching of Web Design and Programming as a Role-Playing Team Building Game,” IJIET, Vol. 13, No. 5, pp. 825–830, 2023, DOI: 10.18178/ijiet.2023.13.5.1874.

K. Ntokos, “CodePlay: A Tabletop Role-Playing Game System used in Teaching Game Programming using Content Gamification,” Comput Game J, Vol. 9, No. 1, pp. 45–60, Mar. 2020, DOI: 10.1007/s40869-020-00094-5.

A. Zarei, K. Mohd-Yusof, H. Kolivand, A. Ahmadi, and Y. Al-hamar, “A New Game-based Strategy for Enhancing Youth Programming Skills”.

C. Gatzoulis, A. S. Andreou, P. Zaharias, and Y. Chrysanthou, “Using Epistemic Game Development to Teach Software Development Skills,” International Journal of Game-Based Learning (IJGBL), Vol. 10, No. 4, pp. 1–21, 2020.

G. P. Gasca‐Hurtado and L. Machuca‐Villegas, “Gamification Strategy to Promote Social and Human Factors in the Training of Software Engineers: A Case Study,” Comp Applic In Engineering, Vol. 32, No. 6, p. e22785, Nov. 2024, DOI: 10.1002/cae.22785.

N. H. Flores and R. Pinto, “Quest-based Gamification in a Software Development Lab Course: A Case Study,” in 9th International Conference on Higher Education Advances (HEAd’23), Universitat Politècnica de València, Jun. 2023, pp. 541–548. DOI: 10.4995/HEAd23.2023.16110.

E. L. K. Kärnä, J. Väkevä, H. Rautalahti, and J. Lindqvist, “Questions without Answers: Enjoyment of Irresolution in Mystery Player Experience,” Proc. ACM Hum.-Comput. Interact., Vol. 8, No. CHI PLAY, pp. 1–28, Oct. 2024, DOI: 10.1145/3677100.

K. Seo, S. Fels, M. Kang, C. Jung, and H. Ryu, “Goldilocks Conditions for Workplace Gamification: How Narrative Persuasion Helps Manufacturing Workers Create Self-Directed Behaviors,” Human–Computer Interaction, Vol. 36, No. 5–6, pp. 473–510, Oct. 2021, DOI: 10.1080/07370024.2020.1744145.

J. Li, Z. Zheng, Y. Chai, X. Li, and X. Wei, “FaceMe: An Agent-based Social Game using Augmented Reality for the Emotional Development of Children with Autism Spectrum Disorder,” International Journal of Human-Computer Studies, Vol. 175, p. 103032, Jul. 2023, DOI: 10.1016/j.ijhcs.2023.103032.

L. Zhong, “Investigating Students’ Engagement Patterns and Supporting Game Features in a Personalized Computerized Role-Playing Game Environment,” Journal of Educational Computing Research, Vol. 61, No. 3, pp. 578–604, Jun. 2023, DOI: 10.1177/07356331221125946.

S. E. Huber, R. Cortez, K. Kiili, A. Lindstedt, and M. Ninaus, “Game Elements Enhance Engagement and Mitigate Attrition in online learning tasks,” Computers in Human Behavior, Vol. 149, p. 107948, Dec. 2023, DOI: 10.1016/j.chb.2023.107948.

T. Hainey and G. Baxter, “A Serious Game for Programming in Higher Education,” Computers & Education: X Reality, Vol. 4, p. 100061, 2024, DOI: 10.1016/j.cexr.2024.100061.

T. Hainey, “Development of a 3D Immersive Game for Games and Systems Requirements Capture,” ECGBL, Vol. 17, No. 1, pp. 225–233, Sep. 2023, DOI: 10.34190/ecgbl.17.1.1786.

J. Arnedo-Moreno and D. García-Solórzano, “Programming Fun(damentals): Using commercial video games to teach basic coding to adult learners,” Entertainment Computing, Vol. 52, p. 100850, Jan. 2025, DOI: 10.1016/j.entcom.2024.100850.




DOI: https://doi.org/10.32520/stmsi.v15i1.5493

Article Metrics

Abstract view : 11 times
PDF - 2 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.